Abdollahzadeh, H., Abbaasiyaan, H., & Alinejad, M. (2017). The Effect of Authentic Leadership Managers on Teacher Organizational Commitment with Organizational Justice Mediators. Educational and Scholastic studies, 6(2), 51-74. [in Persian]
Ahmadian, Z., & Ghalavandi, H. (2019). Structural model of Effect of Reflective Leadersship on Working Conscience with mediating of Organizational Trust of Employees, Managing Education in Organizations, 7(2), 139-166. [in Persian]
Akbari, N., Ayati, M., & Zare-Moghaddam, A. (2018). Validation of the Lifelong Learning Literacy Questionnaire In secondary school teachers. Quarterly of Educational Measurement, 8(31), 191-216. [in Persian]
Amjadzabardast, M., Gholami, K., & Nemati, S. (2015). The effects of principals’ distributed leadership, teachers’ motivation and academic optimism on high school effectiveness: Developing a model. Research in School and Virtual Learning, 2(7), 7-26. [in Persian]
Badri Gargari, R., Beyraami, M., & Gholaami, S. (2015). Academic Optimism, Occupational Goal Orientation, and Job Satisfaction among Teachers, Quarterly Journal of Education, 31(2), 71-90. [in Persian]
Bush, A., & Grotjohann, N. (2020). Collaboration in teacher education: A cross-sectional study on future teachers’ attitudes towards collaboration, their intentions to collaborate and their performance of collaboration. Teaching and Teacher Education, 88 (2020); 102968.
Castelli, P. A. (2016). Reflective leadership review: a framework for improving organisational performance. Journal of Management Development, 35(2), 217-236.
Dehghani, S., & Mohammadi, R. (2020). The Relationship between Teacher’s Academic Optimism and Organizational Health with School Effectiveness in Elementary Board of Trustee’s andState-Run Schools. Research in Elementary Education, 1(2), 43-56. [in Persian]
Dipardo, A., Whitney, A., Fleischer, C., Johnson, T. S., Mayher, J., McCracken, N. (2015). understanding the relationship between research and teaching. English Education, 38(2015), 295-311.
Emamjome, M., Karamat, A., & Saki, R. (2017). The Relationship between Reflective Leadership and Primary Schools Effectiveness in Quds City Based on Parsons Model. Journal of New Approaches in Educational Administration, 7(28), 149-168. [in Persian]
Ersozlu, A. (2016). School Principals' Reflective Leadership Skills through the Eyes of Science and Mathematics Teachers. International Journal of Environmental and Science Education, 11(5), 801-808.
Ghafarkhani, M., rashidi, A., & bahrami, F. (2018). Relationship between Spiritual well-being and Authentic leadership with Elementary Teacher's Academic Optimism. Research on Educational Leadership and Management, 5(17), 119-142.
Ghasemi, A., Kadivar, P., Keramati, H., & Arabzadeh, M. (2018). The Investigation of validity and reliability of academic optimism of individual teacher questionnaire. Psychological Methods and Models, 9(32), 131-148. [in Persian]
Ghasemzadeh Alishahi, A., Foladvand, Z., & Zavvar, T. (2020). The Relationship between School Principals’ Development and Self-efficacy with the Effectiveness of High Schools, Journal of School administration, 8(2), 186-202. [in Persian]
Giyahi, F., Rezaei, A. M., & Kianersi, F. (2019). Determine the psychometric properties of lifelong learning scale among Sem-nan university students. Research in School and Virtual Learning, 7(1), 69-78. [in Persian]
Hamidi, F. (2016). The Relationship between Mindfulness, Personality Traits and Academic Optimism among Teachers. Quarterly Journal of Family and Research, 12(4), 57-76. [in Persian]
Hendawy Al-Mahdy, Y. F., Emam, M. M., & Hallinger, Ph. (2018). Assessing the contribution of principal instructional leadership and collective teacher efficacy to teacher commitment in Oman. Teaching and Teacher Education, 69 (1), 191-201.
Hosseinbor, M. O., & Balochzehi, A. (2021). Educational decline in Peripheral Areas (Case study: high school students in Nikshahr, Sistan and Baluchestan province). Quarterly of Social Studies and Research in Iran, 10(3), 805-829. [in Persian]
Hosseini Largani, S., & Amani, M. (2019). The study of the relationship between lifelong learning and school effectiveness in the teachers of smart schools In the district 5 of Tehran. Journal of School Administration, 7(1), 23-39. [in Persian]
Jafari, O., & Barimani, A. (2021). The relationship between organizational health and social responsibility with the mediating role of academic optimism in teachers . Sociological Researches, 14(4), 117-138. [in Persian]
Kheykha, Z., & Nastiezaie, N. (2020). The Effect of Authentic Leadership on Effectiveness of schools Management with Mediating Role of Knowledge Sharing. Journal of Educational Psychology Studies, 17(39), 172-145. [in Persian]
Kovarski, C., Portalier, S., Faucher, C., Carlu, C., Bremond-Gignac, D., & Orssaud, C. (2020). Effects of visual disorders on the academic achievement of French secondary school students. Archives de Pédiatrie, 27(8), 436-441.
Li, A., & Tsai, C. (2007). An Indicator System for Adult Lifelong Learning Literacy: The Journal of Human Resource and Adult Learning, 3(2007), 61-69.
Matsuo, M. (2016). Reflective Leadership and Team Learning: An Exploratory Study Journal of Workplace Learning, 28(5), 307-321.
Mehni, O., Mashayekhi, M., Mokhtari, S., Faizy, A., & Tavan, A. (2021). The Relationship between Organizational Identity and Academic Optimism with the Mediating Role of Organizational Image in the Islamic Schools in Tehran. Applied Issues in Islamic Education, 6(3), 103-122. [in Persian]
Morrison, L., & Pitfield, M. (2006). Flexibility in initial teacher education: implications for pedagogy and practice. Journal of Education for Teaching, 32(2), 185-196.
Nasetizaie, N., Kashanian, M., & GHayeninejad, Z. (2017). The Relationship between Distributed Leadership Style with Job Performance and Teacher’s Academic Optimism, Journal of Career and Organization Consulting, 9(31), 107-123. [in Persian]
Osterman, K. F., & Kottkamp, R. (2004). Reflective practice for educators: Professional development to improve student learning. Thousand Oaks, CA: Corwin Press.
Poursafar, A., Rezaei, S., & Hazari, N. (2021). The structural model of schools' effectiveness by distributed leadership with the mediating role of teachers' citizenship behavior. Managing Education in Organizations, 10(3), 155-176. [in Persian]
Sherwood, G., & Horton-Deutsch, S. (2012). Reflection to build a spirit of inquiry. Reflective practice: Transformingeducation and improving outcomes (Pp: 3-19). Sigma Theta Tau International.
Taghipour, A., Karimi, F. Z., Mousavi Bazaz, S. M., Khosravi Anbaran, Z., & Abdolah, M. I. (2015). Factor Structure and Reliability ofthe Persian Version of the Jefferson Scale of Physician Lifelong Learning-Medical Students(JeffSPLL-MS). Iranian Journal of Medical Education, 14(11), 988-997. [in Persian]
Taheri, M., & Hoveida, R. (2019). Introducing and developing reflective leadership at schoolsAnd its role in improving teachers' self-efficacy beliefs, Journal of School administration, 7(2), 1-19. [in Persian]
Taheri, M., & Taheri, M. (2017). Development and validation of School Reflective Leadership scale. Quarterly of Educational Measurement, 7(28), 65-95. [in Persian]
Ulvik, M., & Smith, K. (2011). What characterizes a good practicum in teacher education? Education Inquiry, 2(3), 517-536.
Yousefi, A., Zahed Bablan, A., Moeinikia, M. (2021). The Relationship Between School Culture and School Effectiveness with the Moderating Role of School Size: A Case Study of Ardabil Province Junior High Schools, Organizational Culture Management, 19(60), 325-351. [in Persian]
Yousefi, M., Shieh, E., khatibi, M. R., & saeidi rezvani, N. (2019). Identifying and prioritizing the components of the learning city with an emphasis on the lifelong learning. Educational Innovations, 18(3), 105-126. [in Persian]
Zandi, B., & Masomifard, M. (2018). Life-Long Learning Priorities in the Form of the Current Era Literacies from the Perspective of Faculty Members and Students. Research in School and Virtual Learning, 6(3), 65-80. [in Persian]